Monograph No. 10
Communication, Communication, Communication, Communication in the MATHEMATICS CLASSROOM
October 1992
Publication of the Mathematics Council of The Alberta Teachers’ Association
23 – 28
Chapter 3 – Communicating in Mathematics Class
Susan Burgoyne and Marilyn Burgoyne
Thirty students to one teacher? With this ratio in mind, the teacher needs to become the facilitator in the learning environment. The students need to become active participants in order to construct mathematics concepts. A facilitator and participants function well in a cooperative group learning situation.
These statements express well this chapter’s focus on
1. learning environments,
2. the teacher as facilitator,
3. cooperative-learning groups,
4. problem solving and the writing process,
5. writing implementation in class,
6. learning logs, and
7. math storybooks.
These foci are coherently and insightfully related to NCTM’s Curriculum and Evaluations Standards for School Mathematics. The chapter also includes an annotated bibliography.